Edexcel GCSE 1BI0 Biology specification: every spec point and its video lesson
1lesson out now across 1 of 26 topics
2of 165 spec points have a lesson out now
165have a lesson planned
Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| 1.1Edexcel 1BI0 | Explain how the sub-cellular structures of eukaryotic and prokaryotic cells are related to their functions, including: a animal cells – nucleus, cell membrane, mitochondria and ribosomes b plant cells – nucleus, cell membrane, cell wall, chloroplasts, mitochondria, vacuole and ribosomes c bacteria – chromosomal DNA, plasmid DNA, cell membrane, ribosomes and flagella | Eukaryotic and prokaryotic cells | ScholaFly BI01-01 |
| Sub-cellular structures and what each one does | ScholaFly BI01-02 | ||
| Cell specialisation | ScholaFly BI02-03 | ||
| 1.2Edexcel 1BI0 | Describe how specialised cells are adapted to their function, including: a sperm cells – acrosome, haploid nucleus, mitochondria and tail b egg cells – nutrients in the cytoplasm, haploid nucleus and changes in the cell membrane after fertilisation c ciliated epithelial cells | Eukaryotic and prokaryotic cells | ScholaFly BI01-01 |
| Sub-cellular structures and what each one does | ScholaFly BI01-02 | ||
| Cell specialisation | ScholaFly BI02-03 | ||
| 1.3Edexcel 1BI0 | Explain how changes in microscope technology, including electron microscopy, have enabled us to see cell structures and organelles with more clarity and detail than in the past and increased our understanding of the role of sub-cellular structures | Microscopy and the magnification equation | ScholaFly BI01-04 |
| 1.4Edexcel 1BI0 | Demonstrate an understanding of number, size and scale, including the use of estimations and explain when they should be used | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| 1.5Edexcel 1BI0 | Demonstrate an understanding of the relationship between quantitative units in relation to cells, including: a milli (10−3) b micro (10−6) c nano (10−9) d pico (10−12) e calculations with numbers written in standard form | The size and scale of cells | ScholaFly BI01-03 |
| Microscopy and the magnification equation | ScholaFly BI01-04 | ||
| 1.6Edexcel 1BI0 | Core Practical: Investigate biological specimens using microscopes, including magnification calculations and labelled scientific drawings from observations | Required practical: using a light microscope | ScholaFly BI26-01 |
| 1.7Edexcel 1BI0 | Explain the mechanism of enzyme action including the active site and enzyme specificity | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| 1.8Edexcel 1BI0 | Explain how enzymes can be denatured due to changes in the shape of the active site | How enzymes work: the active site, specificity and denaturing | ScholaFly BI03-01 |
| 1.9Edexcel 1BI0 | Explain the effects of temperature, substrate concentration and pH on enzyme activity | What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 |
| 1.10Edexcel 1BI0 | Core Practical: Investigate the effect of pH on enzyme activity | Required practical: how pH and temperature change enzyme activity | ScholaFly BI26-03 |
| 1.11Edexcel 1BI0 | Demonstrate an understanding of rate calculations for enzyme activity | What changes the rate of an enzyme-controlled reaction | ScholaFly BI03-02 |
| 1.12Edexcel 1BI0 | Explain the importance of enzymes as biological catalysts in the synthesis of carbohydrates, proteins and lipids and their breakdown into sugars, amino acids and fatty acids and glycerol | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| 1.13BEdexcel 1BI0 | Core Practical: Investigate the use of chemical reagents to identify starch, reducing sugars, proteins and fats | Required practical: testing food for carbohydrates, lipids and proteins | ScholaFly BI26-02 |
| 1.14BEdexcel 1BI0 | Explain how the energy contained in food can be measured using calorimetry | Measuring the energy in food by calorimetry (triple) | ScholaFly BI03-05 |
| 1.15Edexcel 1BI0 | Explain how substances are transported into and out of cells, including by diffusion, osmosis and active transport | Diffusion and active transport across the cell membrane | ScholaFly BI04-01 |
| Osmosis and the change in mass of plant tissue | ScholaFly BI04-02 | ||
| 1.16Edexcel 1BI0 | Core Practical: Investigate osmosis in potatoes | Required practical: osmosis and the mass of plant tissue | ScholaFly BI26-04 |
| 1.17Edexcel 1BI0 | Calculate percentage gain and loss of mass in osmosis | Diffusion and active transport across the cell membrane | ScholaFly BI04-01 |
| Osmosis and the change in mass of plant tissue | ScholaFly BI04-02 | ||
| 2.1Edexcel 1BI0 | Describe mitosis as part of the cell cycle, including the stages interphase, prophase, metaphase, anaphase and telophase and cytokinesis | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| 2.2Edexcel 1BI0 | Describe the importance of mitosis in growth, repair and asexual reproduction | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| 2.3Edexcel 1BI0 | Describe the division of a cell by mitosis as the production of two daughter cells, each with identical sets of chromosomes in the nucleus to the parent cell, and that this results in the formation of two genetically identical diploid body cells | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| 2.4Edexcel 1BI0 | Describe cancer as the result of changes in cells that lead to uncontrolled cell division | Mitosis and the cell cycle | ScholaFly BI02-01 |
| Cancer: benign and malignant tumours | ScholaFly BI08-04 | ||
| 2.5Edexcel 1BI0 | Describe growth in organisms, including: a cell division and differentiation in animals b cell division, elongation and differentiation in plants | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| 2.6Edexcel 1BI0 | Explain the importance of cell differentiation in the development of specialised cells | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| 2.7Edexcel 1BI0 | Demonstrate an understanding of the use of percentiles charts to monitor growth | Cell differentiation and how organisms grow | ScholaFly BI02-02 |
| 2.8Edexcel 1BI0 | Describe the function of embryonic stem cells, stem cells in animals and meristems in plants | Stem cells and meristems | ScholaFly BI02-05 |
| 2.9Edexcel 1BI0 | Discuss the potential benefits and risks associated with the use of stem cells in medicine | Stem cells and meristems | ScholaFly BI02-05 |
| 2.10BEdexcel 1BI0 | Describe the structures and functions of the brain including the cerebellum, cerebral hemispheres and medulla oblongata | The brain and what each region does (triple) | ScholaFly BI12-03 |
| 2.11BEdexcel 1BI0 | Explain how the difficulties of accessing brain tissue inside the skull can be overcome by using CT scanning and PET scanning to investigate brain function | Investigating and treating the brain (triple, Higher) | ScholaFly BI12-04 |
| 2.12BEdexcel 1BI0 | Explain some of the limitations in treating damage and disease in the brain and other parts of the nervous system, including spinal injuries and brain tumours | Investigating and treating the brain (triple, Higher) | ScholaFly BI12-04 |
| 2.13Edexcel 1BI0 | Explain the structure and function of sensory receptors, sensory neurones, relay neurones in the CNS, motor neurones and synapses in the transmission of electrical impulses, including the axon, dendron, myelin sheath and the role of neurotransmitters | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| 2.14Edexcel 1BI0 | Explain the structure and function of a reflex arc including sensory, relay and motor neurones | The nervous system, neurones, synapses and the reflex arc | ScholaFly BI12-02 |
| 2.15BEdexcel 1BI0 | Explain the structure and function of the eye as a sensory receptor including the role of: a the cornea and lens b the iris c rod and cone cells in the retina | The eye, and how sight problems are corrected (triple) | ScholaFly BI12-05 |
| 2.16BEdexcel 1BI0 | Describe defects of the eye including cataracts, long- sightedness, short-sightedness and colour blindness | The eye, and how sight problems are corrected (triple) | ScholaFly BI12-05 |
| 2.17BEdexcel 1BI0 | Explain how cataracts, long-sightedness and short-sightedness can be corrected | The eye, and how sight problems are corrected (triple) | ScholaFly BI12-05 |
| 3.1BEdexcel 1BI0 | Explain some of the advantages and disadvantages of asexual reproduction, including the lack of need to find a mate, a rapid reproductive cycle, but no variation in the population | Weighing sexual against asexual reproduction (triple) | ScholaFly BI18-04 |
| 3.2BEdexcel 1BI0 | Explain some of the advantages and disadvantages of sexual reproduction, including variation in the population, but the requirement to find a mate | Weighing sexual against asexual reproduction (triple) | ScholaFly BI18-04 |
| 3.3Edexcel 1BI0 | Explain the role of meiotic cell division, including the production of four daughter cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes The stages of meiosis are not required | Meiosis | ScholaFly BI18-02 |
| 3.4Edexcel 1BI0 | Describe DNA as a polymer made up of: a two strands coiled to form a double helix b strands linked by a series of complementary base pairs joined together by weak hydrogen bonds c nucleotides that consist of a sugar and phosphate group with one of the four different bases attached to the sugar | DNA, genes, chromosomes and the genome | ScholaFly BI17-01 |
| DNA structure: nucleotides, complementary bases and the triplet code | ScholaFly BI17-02 | ||
| 3.5Edexcel 1BI0 | Describe the genome as the entire DNA of an organism and a gene as a section of a DNA molecule that codes for a specific protein | DNA, genes, chromosomes and the genome | ScholaFly BI17-01 |
| DNA structure: nucleotides, complementary bases and the triplet code | ScholaFly BI17-02 | ||
| 3.6Edexcel 1BI0 | Explain how DNA can be extracted from fruit | DNA, genes, chromosomes and the genome | ScholaFly BI17-01 |
| DNA structure: nucleotides, complementary bases and the triplet code | ScholaFly BI17-02 | ||
| 3.7BEdexcel 1BI0 | Explain how the order of bases in a section of DNA decides the order of amino acids in the protein and that these fold to produce specifically shaped proteins such as enzymes | Protein synthesis: transcription and translation (triple, Higher) | ScholaFly BI17-03 |
| 3.8BEdexcel 1BI0 | Describe the stages of protein synthesis, including transcription and translation: a RNA polymerase binds to non-coding DNA located in front of a gene b RNA polymerase produces a complementary mRNA strand from the coding DNA of the gene c the attachment of the mRNA to the ribosome d the coding by triplets of bases (codons) in the mRNA for specific amino acids e the transfer of amino acids to the ribosome by tRNA f the linking of amino acids to form polypeptides | Protein synthesis: transcription and translation (triple, Higher) | ScholaFly BI17-03 |
| 3.9BEdexcel 1BI0 | Describe how genetic variants in the non-coding DNA of a gene can affect phenotype by influencing the binding of RNA polymerase and altering the quantity of protein produced | How a genetic variant changes a protein or gene expression (triple, Higher) | ScholaFly BI17-04 |
| 3.10BEdexcel 1BI0 | Describe how genetic variants in the coding DNA of a gene can affect phenotype by altering the sequence of amino acids and therefore the activity of the protein produced | How a genetic variant changes a protein or gene expression (triple, Higher) | ScholaFly BI17-04 |
| 3.11BEdexcel 1BI0 | Describe the work of Gregor Mendel in discovering the basis of genetics and recognise the difficulties of understanding inheritance before the mechanism was discovered | Mendel, and how our understanding of genetics developed (triple) | ScholaFly BI18-05 |
| 3.12Edexcel 1BI0 | Explain why there are differences in the inherited characteristics as a result of alleles | The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 |
| 3.13Edexcel 1BI0 | Explain the terms: chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, gamete and zygote | The language of inheritance: alleles, genotype and phenotype | ScholaFly BI19-01 |
| 3.14Edexcel 1BI0 | Explain monohybrid inheritance using genetic diagrams, Punnett squares and family pedigrees | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| 3.15Edexcel 1BI0 | Describe how the sex of offspring is determined at fertilisation, using genetic diagrams | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| 3.16Edexcel 1BI0 | Calculate and analyse outcomes (using probabilities, ratios and percentages) from monohybrid crosses and pedigree analysis for dominant and recessive traits | Monohybrid crosses: Punnett squares, family trees, ratios and probability | ScholaFly BI19-02 |
| Sex determination and the XX / XY cross | ScholaFly BI19-04 | ||
| 3.17BEdexcel 1BI0 | Describe the inheritance of the ABO blood groups with reference to codominance and multiple alleles | ABO blood groups: multiple alleles and codominance (triple) | ScholaFly BI19-07 |
| 3.18BEdexcel 1BI0 | Explain how sex-linked genetic disorders are inherited | Sex-linked inheritance (triple, Higher) | ScholaFly BI19-08 |
| 3.19Edexcel 1BI0 | State that most phenotypic features are the result of multiple genes rather than single gene inheritance | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| 3.20Edexcel 1BI0 | Describe the causes of variation that influence phenotype, including: a genetic variation – different characteristics as a result of mutation and sexual reproduction b environmental variation – different characteristics caused by an organism’s environment (acquired characteristics) | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| 3.21Edexcel 1BI0 | Discuss the outcomes of the Human Genome Project and its potential applications within medicine | The human genome and what knowing it lets us do | ScholaFly BI19-06 |
| 3.22Edexcel 1BI0 | State that there is usually extensive genetic variation within a population of a species and that these arise through mutations | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| 3.23Edexcel 1BI0 | State that most genetic mutations have no effect on the phenotype, some mutations have a small effect on the phenotype and, rarely, a single mutation will significantly affect the phenotype | Variation: genes, environment and mutation | ScholaFly BI18-03 |
| 4.1BEdexcel 1BI0 | Describe the work of Charles Darwin and Alfred Wallace in the development of the theory of evolution by natural selection and explain the impact of these ideas on modern biology | Darwin, Wallace, and how the theory came to be accepted (triple) | ScholaFly BI20-07 |
| 4.2Edexcel 1BI0 | Explain Charles Darwin's theory of evolution by natural selection | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| 4.3Edexcel 1BI0 | Explain how the emergence of resistant organisms supports Charles Darwin's theory of evolution including antibiotic resistance in bacteria | Evolution by natural selection, and how new species form | ScholaFly BI20-01 |
| The evidence for evolution | ScholaFly BI20-03 | ||
| 4.4Edexcel 1BI0 | Describe the evidence for human evolution, based on fossils, including: a Ardi from 4.4 million years ago b Lucy from 3.2 million years ago c Richard Leakey's discovery of fossils from 1.6 million years ago | Evidence for human evolution: Ardi, Lucy, Leakey and stone tools | ScholaFly BI20-05 |
| 4.5Edexcel 1BI0 | Describe the evidence for human evolution based on stone tools, including: a the development of stone tools over time b how these can be dated from their environment | Evidence for human evolution: Ardi, Lucy, Leakey and stone tools | ScholaFly BI20-05 |
| 4.6BEdexcel 1BI0 | Describe how the anatomy of the pentadactyl limb provides scientists with evidence for evolution | The pentadactyl limb as evidence of a common ancestor (triple) | ScholaFly BI20-08 |
| 4.7Edexcel 1BI0 | Describe how genetic analysis has led to the suggestion of the three domains rather than the five kingdoms classification method | Classification: Linnaeus, binomial names and the three domains | ScholaFly BI20-06 |
| 4.8Edexcel 1BI0 | Explain selective breeding and its impact on food plants and domesticated animals | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| 4.9BEdexcel 1BI0 | Describe the process of tissue culture and its advantages in medical research and plant breeding programmes | Cloning: tissue culture, cuttings, embryo transplants and adult cell cloning (triple) | ScholaFly BI21-05 |
| 4.10Edexcel 1BI0 | Describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics | Selective breeding | ScholaFly BI21-01 |
| Genetic engineering: what it is | ScholaFly BI21-02 | ||
| 4.11Edexcel 1BI0 | Describe the main stages of genetic engineering including the use of: a restriction enzymes b ligase c sticky ends d vectors | The steps of genetic engineering (Higher) | ScholaFly BI21-03 |
| 4.12BEdexcel 1BI0 | Explain the advantages and disadvantages of genetic engineering to produce GM organisms including the modification of crop plants, including the introduction of genes for insect resistance from Bacillus thuringiensis into crop plants | Biotechnology and GM crops to feed a growing population (triple) | ScholaFly BI25-04 |
| 4.13BEdexcel 1BI0 | Explain the advantages and disadvantages of agricultural solutions to the demands of a growing human population, including use of fertilisers and biological control | Biotechnology and GM crops to feed a growing population (triple) | ScholaFly BI25-04 |
| 4.14Edexcel 1BI0 | Evaluate the benefits and risks of genetic engineering and selective breeding in modern agriculture and medicine, including practical and ethical implications | Weighing genetic engineering and selective breeding: benefits, risks and ethics | ScholaFly BI21-04 |
| 5.1Edexcel 1BI0 | Describe health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity, as defined by the World Health Organization (WHO) | Health, disease and how diseases interact | ScholaFly BI08-01 |
| 5.2Edexcel 1BI0 | Describe the difference between communicable and non-communicable diseases | Health, disease and how diseases interact | ScholaFly BI08-01 |
| 5.3Edexcel 1BI0 | Explain why the presence of one disease can lead to a higher susceptibility to other diseases | Health, disease and how diseases interact | ScholaFly BI08-01 |
| 5.4Edexcel 1BI0 | Describe a pathogen as a disease-causing organism, including viruses, bacteria, fungi and protists | Pathogens and the diseases they cause | ScholaFly BI09-01 |
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Fungal disease: rose black spot | ScholaFly BI09-05 | ||
| Protist disease: malaria and the mosquito vector | ScholaFly BI09-06 | ||
| 5.5Edexcel 1BI0 | Describe some common infections, including: a cholera (bacteria) causes diarrhoea b tuberculosis (bacteria) causes lung damage c Chalara ash dieback (fungi) causes leaf loss and bark lesions d malaria (protists) causes damage to blood and liver e HIV (virus) destroys white blood cells, leading to the onset of AIDS fB stomach ulcers caused by Helicobacter (bacteria) gB Ebola (virus) causes haemorrhagic fever | Pathogens and the diseases they cause | ScholaFly BI09-01 |
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Fungal disease: rose black spot | ScholaFly BI09-05 | ||
| Protist disease: malaria and the mosquito vector | ScholaFly BI09-06 | ||
| 5.6Edexcel 1BI0 | Explain how pathogens are spread and how this spread can be reduced or prevented, including: a cholera (bacteria) – water b tuberculosis (bacteria) – airborne c Chalara ash dieback (fungi) – airborne d malaria (protists) – animal vectors eB stomach ulcers caused by Helicobacter (bacteria) – oral transmission fB Ebola (virus) – body fluids | How infections spread, and how the spread is stopped | ScholaFly BI09-02 |
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Protist disease: malaria and the mosquito vector | ScholaFly BI09-06 | ||
| 5.7BEdexcel 1BI0 | Describe the lifecycle of a virus, including lysogenic and lytic pathways | The virus lifecycle: lytic and lysogenic pathways (triple) | ScholaFly BI09-07 |
| 5.8Edexcel 1BI0 | Explain how sexually transmitted infections (STIs) are spread and how this spread can be reduced or prevented, including: a Chlamydia (bacteria) b HIV (virus) | How infections spread, and how the spread is stopped | ScholaFly BI09-02 |
| Viral diseases: measles, HIV and tobacco mosaic virus | ScholaFly BI09-03 | ||
| Bacterial diseases: Salmonella and gonorrhoea | ScholaFly BI09-04 | ||
| Protist disease: malaria and the mosquito vector | ScholaFly BI09-06 | ||
| 5.9BEdexcel 1BI0 | Describe how some plants defend themselves against attack from pests and pathogens by physical barriers, including the leaf cuticle and cell wall | How plants defend themselves (triple) | ScholaFly BI11-02 |
| 5.10BEdexcel 1BI0 | Describe how plants defend themselves against attack from pests and pathogens by producing chemicals, some of which can be used to treat human diseases or relieve symptoms | How plants defend themselves (triple) | ScholaFly BI11-02 |
| 5.11BEdexcel 1BI0 | Describe different ways plant diseases can be detected and identified, in the lab and in the field including the elimination of possible environmental causes, distribution analysis of affected plants, observation of visible symptoms and diagnostic testing to identify pathogens | Detecting and identifying plant disease (triple, Higher) | ScholaFly BI11-03 |
| 5.12Edexcel 1BI0 | Describe how the physical barriers and chemical defences of the human body provide protection from pathogens, including: a physical barriers, including mucus, cilia and skin b chemical defence, including lysozymes and hydrochloric acid | The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 |
| Vaccination and herd immunity | ScholaFly BI10-02 | ||
| 5.13Edexcel 1BI0 | Explain the role of the specific immune system of the human body in defence against disease, including: a exposure to pathogen b the antigens trigger an immune response which causes the production of antibodies c the antigens also trigger production of memory lymphocytes d the role of memory lymphocytes in the secondary response to the antigen | The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 |
| Vaccination and herd immunity | ScholaFly BI10-02 | ||
| 5.14Edexcel 1BI0 | Explain the body’s response to immunisation using an inactive form of a pathogen | The body's defences: barriers, white blood cells and the immune response | ScholaFly BI10-01 |
| Vaccination and herd immunity | ScholaFly BI10-02 | ||
| 5.15BEdexcel 1BI0 | Discuss the advantages and disadvantages of immunisation, including the concept of herd immunity | Vaccination and herd immunity | ScholaFly BI10-02 |
| 5.16Edexcel 1BI0 | Explain that antibiotics can only be used to treat bacterial infections because they inhibit cell processes in the bacterium but not the host organism | Antibiotics, antivirals, antiseptics and painkillers | ScholaFly BI10-03 |
| Discovering and testing a new medicine | ScholaFly BI10-04 | ||
| 5.17BEdexcel 1BI0 | Explain the aseptic techniques used in culturing microorganisms in the laboratory, including the use of an autoclave to prepare sterile growth medium and petri dishes, the use of sterile inoculating loops to transfer microorganisms and the need to keep petri dishes and culture vials covered | Culturing microorganisms and aseptic technique (triple) | ScholaFly BI10-06 |
| 5.18BEdexcel 1BI0 | Core Practical: Investigate the effects of antiseptics, antibiotics or plant extracts on microbial cultures | Required practical: antiseptics and antibiotics on a bacterial culture | ScholaFly BI26-07 |
| 5.19BEdexcel 1BI0 | Calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr2 | Measuring a zone of inhibition: the area of a circle | ScholaFly BI10-05 |
| 5.20Edexcel 1BI0 | Describe that the process of developing new medicines, including antibiotics, has many stages, including discovery, development, preclinical and clinical testing | Antibiotics, antivirals, antiseptics and painkillers | ScholaFly BI10-03 |
| Discovering and testing a new medicine | ScholaFly BI10-04 | ||
| 5.21BEdexcel 1BI0 | Describe the production of monoclonal antibodies, including: a use of lymphocytes which produce desired antibodies but do not divide b production of hybridoma cells c hybridoma cells produce antibodies as they divide | Producing monoclonal antibodies (triple, Higher) | ScholaFly BI10-07 |
| Using monoclonal antibodies (triple, Higher) | ScholaFly BI10-08 | ||
| 5.22BEdexcel 1BI0 | Explain the use of monoclonal antibodies, including: a in pregnancy testing b in diagnosis including locating the position of blood clots and cancer cells and in treatment of diseases including cancer c the advantages of using monoclonal antibodies to target specific cells compared to drug and radiotherapy treatments | Producing monoclonal antibodies (triple, Higher) | ScholaFly BI10-07 |
| Using monoclonal antibodies (triple, Higher) | ScholaFly BI10-08 | ||
| 5.23Edexcel 1BI0 | Describe that many non-communicable human diseases are caused by the interaction of a number of factors, including cardiovascular diseases, many forms of cancer, some lung and liver diseases and diseases influenced by nutrition | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| 5.24Edexcel 1BI0 | Explain the effect of lifestyle factors on non-communicable diseases at local, national and global levels, including: a exercise and diet on obesity and malnutrition, including BMI and waist : hip calculations, using the BMI equation: mass (kg) BMI = height (m) b alcohol on liver diseases c smoking on cardiovascular diseases | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| 5.25Edexcel 1BI0 | Evaluate some different treatments for cardiovascular disease, including: a life-long medication b surgical procedures c lifestyle changes | Coronary heart disease and how it is treated | ScholaFly BI07-04 |
| Lifestyle risk factors for non-communicable disease | ScholaFly BI08-02 | ||
| Reading disease data: sampling, correlation and cause | ScholaFly BI08-03 | ||
| 6.1Edexcel 1BI0 | Describe photosynthetic organisms as the main producers of food and therefore biomass | Photosynthesis: the reaction, its reactants and its products | ScholaFly BI06-01 |
| 6.2Edexcel 1BI0 | Describe photosynthesis in plants and algae as an endothermic reaction that uses light energy to react carbon dioxide and water to produce glucose and oxygen | Photosynthesis: the reaction, its reactants and its products | ScholaFly BI06-01 |
| 6.3Edexcel 1BI0 | Explain the effect of temperature, light intensity and carbon dioxide concentration as limiting factors on the rate of photosynthesis | What limits the rate of photosynthesis | ScholaFly BI06-02 |
| 6.4Edexcel 1BI0 | Explain the interactions of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis | Interacting limiting factors and the inverse square law (Higher) | ScholaFly BI06-03 |
| 6.5Edexcel 1BI0 | Core Practical: Investigate the effect of light intensity on the rate of photosynthesis | Required practical: light intensity and the rate of photosynthesis | ScholaFly BI26-05 |
| 6.6Edexcel 1BI0 | Explain how the rate of photosynthesis is directly proportional to light intensity and inversely proportional to the distance from a light source, including the use of the inverse square law calculation | Interacting limiting factors and the inverse square law (Higher) | ScholaFly BI06-03 |
| 6.7Edexcel 1BI0 | Explain how the structure of the root hair cells is adapted to absorb water and mineral ions | Root hair cells, xylem and phloem | ScholaFly BI05-02 |
| 6.8Edexcel 1BI0 | Explain how the structures of the xylem and phloem are adapted to their function in the plant, including: a lignified dead cells in xylem transporting water and minerals through the plant b living cells in phloem using energy to transport sucrose around the plant | Root hair cells, xylem and phloem | ScholaFly BI05-02 |
| 6.9Edexcel 1BI0 | Explain how water and mineral ions are transported through the plant by transpiration, including the structure and function of the stomata | Transpiration, translocation and the stomata | ScholaFly BI05-03 |
| 6.10Edexcel 1BI0 | Describe how sucrose is transported around the plant by translocation | Transpiration, translocation and the stomata | ScholaFly BI05-03 |
| 6.11BEdexcel 1BI0 | Explain how the structure of a leaf is adapted for photosynthesis and gas exchange | Plant tissues and the structure of a leaf | ScholaFly BI05-01 |
| 6.12Edexcel 1BI0 | Explain the effect of environmental factors on the rate of water uptake by a plant, to include light intensity, air movement and temperature | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| 6.13Edexcel 1BI0 | Demonstrate an understanding of rate calculations for transpiration | What changes the rate of transpiration, and measuring it | ScholaFly BI05-04 |
| 6.14BEdexcel 1BI0 | Explain how plants are adapted to survive in extreme environments including the effect of leaf size and shape, the cuticle and stomata | Plants adapted to extreme environments (triple) | ScholaFly BI05-05 |
| 6.15BEdexcel 1BI0 | Explain how plant hormones control and coordinate plant growth and development, including the role of auxins in phototropisms and gravitropisms | Plant hormones: auxin, phototropism and gravitropism (triple) | ScholaFly BI16-01 |
| 6.16BEdexcel 1BI0 | Describe the commercial uses of auxins, gibberellins and ethene in plants, including: a auxins in weedkillers and rooting powders b gibberellins in germination, fruit and flower formation and the production of seedless fruit c ethene in fruit ripening | Commercial uses of plant hormones (triple, Higher) | ScholaFly BI16-03 |
| 7.1Edexcel 1BI0 | Describe where hormones are produced and how they are transported from endocrine glands to their target organs, including the pituitary gland, thyroid gland, pancreas, adrenal glands, ovaries and testes | The endocrine system and its glands | ScholaFly BI14-01 |
| 7.2Edexcel 1BI0 | Explain that adrenalin is produced by the adrenal glands to prepare the body for fight or flight, including: a increased heart rate b increased blood pressure c increased blood flow to the muscles d raised blood sugar levels by stimulating the liver to change glycogen into glucose | Adrenaline, thyroxine and negative feedback (Higher) | ScholaFly BI14-05 |
| 7.3Edexcel 1BI0 | Explain how thyroxine controls metabolic rate as an example of negative feedback, including: a low levels of thyroxine stimulates production of TRH in hypothalamus b this causes release of TSH from the pituitary gland c TSH acts on the thyroid to produce thyroxine d when thyroxine levels are normal thyroxine inhibits the release of TRH and the production of TSH | Adrenaline, thyroxine and negative feedback (Higher) | ScholaFly BI14-05 |
| 7.4Edexcel 1BI0 | Describe the stages of the menstrual cycle, including the roles of the hormones oestrogen and progesterone, in the control of the menstrual cycle | Hormones in reproduction and the menstrual cycle | ScholaFly BI15-01 |
| 7.5Edexcel 1BI0 | Explain the interactions of oestrogen, progesterone, FSH and LH in the control of the menstrual cycle, including the repair and maintenance of the uterus wall, ovulation and menstruation | How FSH, LH, oestrogen and progesterone interact (Higher) | ScholaFly BI15-02 |
| 7.6Edexcel 1BI0 | Explain how hormonal contraception influences the menstrual cycle and prevents pregnancy | Contraception | ScholaFly BI15-03 |
| 7.7Edexcel 1BI0 | Evaluate hormonal and barrier methods of contraception | Contraception | ScholaFly BI15-03 |
| 7.8Edexcel 1BI0 | Explain the use of hormones in Assisted Reproductive Technology (ART) including IVF and clomifene therapy | Treating infertility with hormones and IVF (Higher) | ScholaFly BI15-04 |
| 7.9Edexcel 1BI0 | Explain the importance of maintaining a constant internal environment in response to internal and external change | Homeostasis: holding internal conditions steady | ScholaFly BI12-01 |
| 7.10BEdexcel 1BI0 | Explain the importance of homeostasis, including: a thermoregulation – the effect on enzyme activity b osmoregulation – the effect on animal cells | Homeostasis: holding internal conditions steady | ScholaFly BI12-01 |
| 7.11BEdexcel 1BI0 | Explain how thermoregulation takes place, with reference to the function of the skin, including: a the role of the dermis b the role of the epidermis c the role of the hypothalamus | Controlling body temperature (triple) | ScholaFly BI13-01 |
| Explaining how the thermoregulation mechanisms work (triple, Higher) | ScholaFly BI13-02 | ||
| 7.12BEdexcel 1BI0 | Explain how thermoregulation takes place, with reference to: a shivering b vasoconstriction c vasodilation | Controlling body temperature (triple) | ScholaFly BI13-01 |
| Explaining how the thermoregulation mechanisms work (triple, Higher) | ScholaFly BI13-02 | ||
| 7.13Edexcel 1BI0 | Explain how the hormone insulin controls blood glucose concentration | Insulin and the control of blood glucose | ScholaFly BI14-02 |
| 7.14Edexcel 1BI0 | Explain how blood glucose concentration is regulated by glucagon | Glucagon and the negative feedback control of blood glucose (Higher) | ScholaFly BI14-03 |
| 7.15Edexcel 1BI0 | Explain the cause of type 1 diabetes and how it is controlled | Type 1 and type 2 diabetes | ScholaFly BI14-04 |
| 7.16Edexcel 1BI0 | Explain the cause of type 2 diabetes and how it is controlled | Type 1 and type 2 diabetes | ScholaFly BI14-04 |
| 7.17Edexcel 1BI0 | Evaluate the correlation between body mass and type 2 diabetes including waist:hip calculations and BMI, using the BMI equation: mass (kg) BMI = height (m) | Type 1 and type 2 diabetes | ScholaFly BI14-04 |
| 7.18BEdexcel 1BI0 | Describe the structure of the urinary system | The kidney: filtration and selective reabsorption (triple) | ScholaFly BI13-03 |
| 7.19BEdexcel 1BI0 | Explain how the structure of the nephron is related to its function in filtering the blood and forming urine including: a filtration in the glomerulus and Bowman’s capsule b selective reabsorption of glucose c reabsorption of water | The kidney: filtration and selective reabsorption (triple) | ScholaFly BI13-03 |
| 7.20BEdexcel 1BI0 | Explain the effect of ADH on the permeability of the collecting duct in regulating the water content of the blood | ADH, water balance and negative feedback (triple, Higher) | ScholaFly BI13-05 |
| 7.21BEdexcel 1BI0 | Describe the treatments for kidney failure, including kidney dialysis and organ donation | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| Kidney failure: dialysis and transplant (triple) | ScholaFly BI13-04 | ||
| 7.22BEdexcel 1BI0 | State that urea is produced from the breakdown of excess amino acids in the liver | Building and breaking down carbohydrates, proteins and lipids | ScholaFly BI03-04 |
| Kidney failure: dialysis and transplant (triple) | ScholaFly BI13-04 | ||
| 8.1Edexcel 1BI0 | Describe the need to transport substances into and out of a range of organisms, including oxygen, carbon dioxide, water, dissolved food molecules, mineral ions and urea | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| 8.2Edexcel 1BI0 | Explain the need for exchange surfaces and a transport system in multicellular organisms including the calculation of surface area : volume ratio | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| 8.3Edexcel 1BI0 | Explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries | Exchange surfaces and the surface area to volume ratio | ScholaFly BI04-03 |
| 8.4BEdexcel 1BI0 | Describe the factors affecting the rate of diffusion, including surface area, concentration gradient and diffusion distance | What sets the rate of diffusion, and Fick's law | ScholaFly BI04-04 |
| 8.5BEdexcel 1BI0 | Calculate the rate of diffusion using Fick’s law: surface area concentration difference diffusion thickness of membrane rate of | What sets the rate of diffusion, and Fick's law | ScholaFly BI04-04 |
| 8.6Edexcel 1BI0 | Explain how the structure of the blood is related to its function: a red blood cells (erythrocytes) b white blood cells (phagocytes and lymphocytes) c plasma d platelets | The blood and its four components | ScholaFly BI07-02 |
| 8.7Edexcel 1BI0 | Explain how the structure of the blood vessels is related to their function | The heart, the blood vessels and the double circulatory system | ScholaFly BI07-01 |
| 8.8Edexcel 1BI0 | Explain how the structure of the heart and circulatory system is related to its function, including the role of the major blood vessels, the valves and the relative thickness of chamber walls | The heart, the blood vessels and the double circulatory system | ScholaFly BI07-01 |
| 8.9Edexcel 1BI0 | Describe cellular respiration as an exothermic reaction which occurs continuously in living cells to release energy for metabolic processes, including aerobic and anaerobic respiration | Respiration: aerobic and anaerobic | ScholaFly BI06-05 |
| 8.10Edexcel 1BI0 | Compare the process of aerobic respiration with the process of anaerobic respiration | Respiration: aerobic and anaerobic | ScholaFly BI06-05 |
| 8.11Edexcel 1BI0 | Core Practical: Investigate the rate of respiration in living organisms | Required practical: measuring the rate of respiration | ScholaFly BI26-08 |
| 8.12Edexcel 1BI0 | Calculate heart rate, stroke volume and cardiac output, using the equation cardiac output = stroke volume × heart rate | Cardiac output, stroke volume and heart rate | ScholaFly BI07-03 |
| 9.1Edexcel 1BI0 | Describe the different levels of organisation from individual organisms, populations, communities, to the whole ecosystem | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| 9.2Edexcel 1BI0 | Explain how communities can be affected by abiotic and biotic factors, including: a temperature, light, water, pollutants b competition, predation | Levels of organisation in an ecosystem, and what makes a community stable | ScholaFly BI22-01 |
| Abiotic factors | ScholaFly BI22-02 | ||
| Biotic factors | ScholaFly BI22-03 | ||
| 9.3Edexcel 1BI0 | Describe the importance of interdependence in a community | Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 |
| 9.4Edexcel 1BI0 | Describe how the survival of some organisms is dependent on other species, including parasitism and mutualism | Interdependence: competition, predation, mutualism and parasitism | ScholaFly BI22-04 |
| 9.5Edexcel 1BI0 | Core Practical: Investigate the relationship between organisms and their environment using field-work techniques, including quadrats and belt transects | Required practical: sampling a habitat with quadrats and transects | ScholaFly BI26-06 |
| 9.6Edexcel 1BI0 | Explain how to determine the number of organisms in a given area using raw data from field-work techniques, including quadrats and belt transects | Sampling a habitat: quadrats, transects and capture-recapture | ScholaFly BI23-01 |
| 9.7BEdexcel 1BI0 | Explain how some energy is transferred to less useful forms at each trophic level and that this affects the number of organisms at each trophic level, limits the length of a food chain and determines the shape of a pyramid of biomass in an ecosystem | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| 9.8BEdexcel 1BI0 | Calculate the efficiency of energy transfers between trophic levels and percentage calculations of biomass | Food chains, trophic levels and predator-prey cycles | ScholaFly BI22-06 |
| Pyramids of biomass and the efficiency of biomass transfer (triple) | ScholaFly BI22-07 | ||
| 9.9Edexcel 1BI0 | Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including: a fish farming b introduction of non-indigenous species c eutrophication | How human activity reduces biodiversity: waste, pollution and altered ecosystems | ScholaFly BI24-02 |
| Maintaining biodiversity: conservation, breeding programmes and reforestation | ScholaFly BI24-06 | ||
| 9.10Edexcel 1BI0 | Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation | How human activity reduces biodiversity: waste, pollution and altered ecosystems | ScholaFly BI24-02 |
| Maintaining biodiversity: conservation, breeding programmes and reforestation | ScholaFly BI24-06 | ||
| 9.11BEdexcel 1BI0 | Describe the biological factors affecting levels of food security, including: a increasing human population b increasing animal farming and the increased meat and fish consumption c the impact of new pests and pathogens d environmental change caused by human activity e sustainability issues, e.g. use of land for biofuel production and the cost of agricultural inputs | Food security: what threatens it (triple) | ScholaFly BI25-01 |
| 9.12Edexcel 1BI0 | Describe how different materials cycle through the abiotic and biotic components of an ecosystem | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| 9.13Edexcel 1BI0 | Explain the importance of the carbon cycle, including the processes involved and the role of microorganisms as decomposers | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| 9.14Edexcel 1BI0 | Explain the importance of the water cycle, including the processes involved and the production of potable water in areas of drought including desalination | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| 9.15Edexcel 1BI0 | Explain how nitrates are made available for plant uptake, including the use of fertilisers, crop rotation and the role of bacteria in the nitrogen cycle | The carbon and water cycles, and the role of decomposers | ScholaFly BI23-02 |
| 9.16BEdexcel 1BI0 | Evaluate the use of indicator species as evidence to assess the level of pollution, including: a polluted water – bloodworm, sludgeworm b clean water – freshwater shrimps, stonefly c air quality – different species of lichen, blackspot fungus on roses | Indicator species and monitoring pollution (triple, Higher) | ScholaFly BI24-07 |
| 9.17BEdexcel 1BI0 | Explain the effects of temperature, water content and oxygen availability on the rate of decomposition in food preservation | Decomposition: what changes the rate of decay, and how we use it (triple) | ScholaFly BI23-03 |
| 9.18BEdexcel 1BI0 | Explain the effects of temperature, water content and oxygen availability on the rate of decomposition in composting | Decomposition: what changes the rate of decay, and how we use it (triple) | ScholaFly BI23-03 |
| 9.19BEdexcel 1BI0 | Calculate rate changes in the decay of biological material | Decomposition: what changes the rate of decay, and how we use it (triple) | ScholaFly BI23-03 |